J.M.J.
St. Matthew School Department of Art Education
Scope and Sequence Concepts for Art Curriculum
Revised: July 2015
St. Matthew School Department of Art Education
Scope and Sequence Concepts for Art Curriculum
Revised: July 2015
Art Education Philosophy:
I believe that an outstanding art program builds on learned skills by increasing the complexity of the art concepts taught at each grade level. Good art lessons teach new ideas, concepts and skills that provide opportunities for students to explore and control a variety of art materials. Art education provides an awareness of works of art from across the globe and an understanding of the elements and principles of design (Lloyd, 1997).
Art should be taught as an expressive form of communication, using the child's individual level of understanding as a way of introducing the formal elements of art design into their world. The ability to express oneself is only one component of a well-rounded education. I feel that it is my obligation to provide students with the faculties needed in becoming the critical thinkers and visually literate adults that they are capable of being (Duncum, 2002).
I embrace the notion of exposing students to the wonderful art and artifacts of the world’s cultures. Through intelligent research, we as teachers can provide students with the social and historical value that human culture places on art. Our challenge then is to understand the cultures of the world and to continue to invent ways of teaching that supports these various cultures (Ohler, 2000). Furthermore, it is to show how they use the artistic process for communication and aesthetic purposes.
I also believe that a dialogical outlet needs to exist in the art classroom. There is a reciprocal relationship between student and teacher. This brings to mind Nicholas Burbules’ (1993) work in teaching dialogue and its provisions of commitment, reciprocity and participation within a dialogue. In order for a good dialogue to take place, students must have absolute trust in the teacher. They must need to know that you value their opinions and can relate to them on a human level. After all, the nature of art is human communication, so it is only natural we get to know each other as humans. By doing so, students will not only be more willing to participate in a dialogue, but engage in the artistic process itself. Teaching is much like the philosophy of the Japanese tea ceremony, in that we give of ourselves for the aesthetic growth of others.
Essential to the use of these paradigms in my teaching is to have lessons that are developmentally appropriate to the students various skill levels. As we develop as humans, we increase our capacity and understanding for knowledge exponentially through our developmental years. We learn such motor skills as crawling, walking and running, and such linguistic skills as cooing, sounding out words and learning to read and write. Therefore, it makes sense that we acquire a graphic vocabulary as well in which we build and store frames of reference for the creation of images as we gain life experiences. For that reason, I believe you gradually build the skills and complexity of lesson throughout the school year and throughout the grade levels. In doing this, the art teacher is also responsible for maintaining an atmosphere reflecting and encouraging the Catholic teachings and values integral to the lives of the parish members, teachers and students of St. Matthew School.
Burbules, N. (1993). The dialogical relation. In Dialogue in teaching: Theory and practice. (pp. 19-50). Teachers College Press, New York, N.Y.
Duncum, P. (2002). Clarifying visual culture in art education. Art Education, (pp. 6-11).
Lloyd, B. (1997). Souvenirs of formalism: From modernism to postmodernism and deconstruction. Art Education. (pp. 15-22).
Ohler, J. (2000). Art becomes the fourth R. Education Leadership. (pp.16-19).
I believe that an outstanding art program builds on learned skills by increasing the complexity of the art concepts taught at each grade level. Good art lessons teach new ideas, concepts and skills that provide opportunities for students to explore and control a variety of art materials. Art education provides an awareness of works of art from across the globe and an understanding of the elements and principles of design (Lloyd, 1997).
Art should be taught as an expressive form of communication, using the child's individual level of understanding as a way of introducing the formal elements of art design into their world. The ability to express oneself is only one component of a well-rounded education. I feel that it is my obligation to provide students with the faculties needed in becoming the critical thinkers and visually literate adults that they are capable of being (Duncum, 2002).
I embrace the notion of exposing students to the wonderful art and artifacts of the world’s cultures. Through intelligent research, we as teachers can provide students with the social and historical value that human culture places on art. Our challenge then is to understand the cultures of the world and to continue to invent ways of teaching that supports these various cultures (Ohler, 2000). Furthermore, it is to show how they use the artistic process for communication and aesthetic purposes.
I also believe that a dialogical outlet needs to exist in the art classroom. There is a reciprocal relationship between student and teacher. This brings to mind Nicholas Burbules’ (1993) work in teaching dialogue and its provisions of commitment, reciprocity and participation within a dialogue. In order for a good dialogue to take place, students must have absolute trust in the teacher. They must need to know that you value their opinions and can relate to them on a human level. After all, the nature of art is human communication, so it is only natural we get to know each other as humans. By doing so, students will not only be more willing to participate in a dialogue, but engage in the artistic process itself. Teaching is much like the philosophy of the Japanese tea ceremony, in that we give of ourselves for the aesthetic growth of others.
Essential to the use of these paradigms in my teaching is to have lessons that are developmentally appropriate to the students various skill levels. As we develop as humans, we increase our capacity and understanding for knowledge exponentially through our developmental years. We learn such motor skills as crawling, walking and running, and such linguistic skills as cooing, sounding out words and learning to read and write. Therefore, it makes sense that we acquire a graphic vocabulary as well in which we build and store frames of reference for the creation of images as we gain life experiences. For that reason, I believe you gradually build the skills and complexity of lesson throughout the school year and throughout the grade levels. In doing this, the art teacher is also responsible for maintaining an atmosphere reflecting and encouraging the Catholic teachings and values integral to the lives of the parish members, teachers and students of St. Matthew School.
Burbules, N. (1993). The dialogical relation. In Dialogue in teaching: Theory and practice. (pp. 19-50). Teachers College Press, New York, N.Y.
Duncum, P. (2002). Clarifying visual culture in art education. Art Education, (pp. 6-11).
Lloyd, B. (1997). Souvenirs of formalism: From modernism to postmodernism and deconstruction. Art Education. (pp. 15-22).
Ohler, J. (2000). Art becomes the fourth R. Education Leadership. (pp.16-19).